About Us

KIDS' QUESTIONS

October 2002

USFSA Coach of the Year Robin Wagner takes on the kids' press. You sent in some great questions, and Robin provided some informative responses.

Q: How did you feel when Sarah won the gold in Salt Lake City? What was going through your mind as the ordinals went up? Amanda, 12, Clinton; Keli, 12, Great Bend

Robin Wagner and Sarah Hughes celebrate after learning Hughes won the Olympic gold medal. Photo by Charlie Cyr

A: As many of you saw on TV, my first reaction to the final results was a joyous emotional outburst. Then I felt pride and a feeling of great accomplishment. I must admit that I also felt nervous about the future and how Sarah would handle the pressures and responsibilities of an Olympic champion.

In the “kiss and cry,” my one and only focus was the incredible performance Sarah had just completed and how proud of her I felt. Because she skated so early in the final group, I did not focus much on the marks or ordinals.

Q: How does it feel to be the coach of an Olympic champion? What is the next goal you and Sarah would like to achieve? Laura Saur, 13, Warwick, R.I.; Kelly Barrett, 11, Windimere, Fla.; Stephanie Littman, Carmel, Ind.; Katie Alary, 13, Colorado

A: I am incredibly proud and honored. I am proud of myself as a first-time Olympic coach to have always believed in myself and in Sarah, to have kept my focus and helped Sarah keep hers, and to have had lots of fun along with the hard work. Our goals are based on performance. We would like Sarah to raise the bar even further for technical difficulty and of course continue to explore new areas artistically.

Q: What is Sarah like on and off the ice? What is different about working with Sarah than working with anyone else you've taught? Katia, 13, Birmingham, England; Jennifer, 12, North Charleston, S.C.

A: On the ice, Sarah is very intense. She sets high standards and demands a great deal from herself, and she also works very hard. She is also lots of fun and loves to laugh both on and off the ice. She loves to keep up with current events and current fashion trends.

Sarah is different from most in that she is the rare combination of someone with a great deal of talent who wants to work hard as well. She likes to learn and soaks up everything I teach her, from technical corrections on jumps to how she should hold her hand in a particular movement. Plus, she really loves to skate!

Q: Sarah has such a mature and graceful style. She skates with such expression and really feels the music. How do you achieve this? Sylvia Salih, 8, Hightstown, N.J., Amanda, 13, Bothwell, Ontario, Canada

A: I spend a great deal of time working on facial expressions and every step and arm movement that connects the technical elements of Sarah's programs. As I break down the movements, I tend to sing the music with an emphasis on the phrasing so it is easier for her to hear and feel. If there is not already a story or character attached to the music, we create one that has some significance for Sarah. That way she can play a particular character or understand a feeling she is trying to emote. The process is long and very detailed and is something I begin to incorporate in training her programs as soon as the technical elements are set.

Q: What type of off-ice training would you recommend for someone working on double jumps? What are the secret exercises for making the body flexible like Sarah's? Nikki, 12; Emmanuel, 18, San Pedro, Laguna, Philippines

A: Off-ice training is extremely important to complement on-ice training. Depending upon your physical development, you should consider activities such as conditioning, strength training, plyometrics, ballet and Pilates. You should not do all these things at the same time. It depends on the time of year and your individual needs. You should learn about periodization to understand what type of training you should be doing in the various cycles. Your off-ice trainer should also be covering such things as quickness, balance and agility. These are all components of jumping, be it doubles or triples. It is also good to practice jump rotations off ice as part of your warm up.

There are no secret exercises for flexibility. Some of Sarah's flexibility is natural but has improved by stretching daily. The results come slowly so do not expect to see a big difference too soon or you will risk injury.

Also, be sure the people you are working with are well qualified to work with skaters. Make sure he or she has the proper training and that your coach has spoken with this person. Together, they can create an appropriate plan of action.

Q: I have a triple Salchow and a triple toe as well as some triple-double combinations, but I don't always land them in my program because I feel rushed. Should I get these jumps consistent before moving on to more triples? Brandon Mroz, 11, St. Louis, Mo.

A: It is certainly appropriate to work on new triples during the non-competitive season. There is no rule that you must land a triple toe before a triple flip, so work on a variety of triples to see if one feels easier to you than another. No jump should be put into a program unless you are landing it at least 80 percent of the time outside of the program.

You mention feeling rushed going into your jumps in your program. Have your coach reevaluate the steps into your jumps. As much as we would like to see intricate connecting steps, you might want to simplify the steps right before the jumps where you are feeling rushed and see if this helps your consistency.

Q: Do you have any tips on how to land the double Axel cleanly and consistently? Zarah Dien Trinh, 14, Madison, Wisc.; Karalee Calaway, 10, Paso, Wash.

A: Consistency generally comes from a great deal of repetition and good technique. Some exercises you can do are 1) back spin, jump out to landing position, 2) waltz jump/double loop taken at slow speed to force a tight air position in order to complete rotation, 3) off-ice jump rotations, 4) off-ice double Axels (on a rubber surface with good sneakers), and 5) working on the harness or fishing pole.

Q: When you started coaching, what goals did you have? Do you have advice for kids who want to become coaches? Andrew Pearce, 13, Hickory, N.C.

A: When I started coaching, it was important for me to be a good teacher of skating and a good role model. I knew I would have an influence on young people's lives beyond their skating careers. I wanted to be respected as a professional, knowing that in order to get respect I had to respect my students. It was also important to me that I be honest with my students and their parents. I always maintain a positive outlook and attitude, but I also set realistic goals for my students. It has sometimes cost me a student whose parent may have higher expectations than I thought were possible, but more often than not, an honest assessment and setting of goals lead to a more productive and happier skater.

For anyone who wants to coach, you must love your sport, love teaching others, have patience and educate yourself. Know the fundamentals and understand the technique of basic skating skills as well as jumps and spins. It is important to have a keen eye that can spot the errors, but just as important to understand how to verbalize corrections. Have an understanding of equipment, injury prevention, off-ice training and sports psychology. You will not have to be an expert in each and every area, but having knowledge will make you a better head coach.

Q: What's your favorite part of teaching skating? Charlotte Steele, 10, Bedminster, N.J.

A: My favorite part of teaching skating is being able to share my love of skating with someone else. I feel great satisfaction when any student has been working very hard on something, even something very simple, and with patience and technical assistance I help her succeed. Then I see a big smile. That does it for me! It is such a terrific feeling to have helped someone accomplish something that makes her feel better about herself.